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Educational Psychology > Chapter 8 Cognitive Information-Processing Approach > Flashcards

Chapter 8 Cognitive Information-Processing Approach Flashcards

1
Q

Information-processing approach

A

Emphasizes that students manipulate information, monitor it, and strategize about it

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2
Q

Encoding

A

The process by which information is formed into memory

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3
Q

Automaticity

A

The ability to process information with little or no effort

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4
Q

Strategy construction

A

The discovery of a new procedure for processing information

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5
Q

Transfer

A

The application of previous experiences and knowledge to learning or problem solving in a new situation

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6
Q

Metacogniton

A

Cognition about cognition, or “knowing about knowing”. Being self aware about how you process information.

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7
Q

Memory

A

Interplay of encoding, storage, and retrieval of information over time.

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8
Q

Storage

A

The retention of information over time

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9
Q

Retrieval

A

The process of taking information out of storage

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10
Q

Attention

A

Concentrating and focusing mental resources

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11
Q

Rehearsal

A

The conscious repetition of information over time to increase the length of time that information stays in memory

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12
Q

Level of processing theory

A

The processing of memory occurs on a continuum from shallow to deep, with deeper processing producing better memory

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13
Q

Elaboration

A

The extensiveness of information processing involved in memory

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14
Q

Chunking

A

Grouping or “packing” information into “higher-order” units that can be remembered as single units.

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15
Q

Sensory memory

A

Holds information from the world in its original sensory form for only an instant

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16
Q

Short-term memory(working memory)

A

A limited capacity memory stsrem in which information is retained for as long as 30 seconds, unless the information is rehearsed or otherwise processed further

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17
Q

Memory span

A

The number of digits an individual can repeat back without error in a single presentation

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18
Q

Working memory

A

Three-part system that temporarily holds information as people perform tasks, helping them make decisions, solve problems, and comprehend language

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19
Q

Long-term memory

A

Type of memory that holds enormous amounts of information for a long period in a relatively permanent fashion

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20
Q

Atkinson-Shirffrin model

A

States that memory involves a sequence of three stages: sensory memory, short-term (working) memory, and long-term memory

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21
Q

Declarative memory

A

The conscious recollection of information, such as specific facts or events that can be verbally communicated

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22
Q

Procedural memory

A

Knowledge in the form of skills and cognitive operations

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23
Q

Episodic memory

A

The retention of information about the where and when of life’s happenings

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24
Q

Semantic memory

A

Students general knowledge about the world

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25
Q

Network theories

A

Describe how information in mmemory is organized and connected

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26
Q

Schema theories

A

Theories that suggest when we reconstruct information, we fit it into information that already exists in our mind

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27
Q

Schema

A

Information, such as concepts, knowledge, and events that individuals already possess

28
Q

Script

A

A schema for an event

29
Q

Serial position effect

A

Recall is better for items at the beginning and end of a list than for items in the middle

30
Q

Primacy effect

A

Items at the beginning of a list tend to be remembered

31
Q

Recency effect

A

Items at the end of a list tend to be remembered

32
Q

Encoding specificity principle

A

Associations formed at the time of encoding or learning tend to be effective retrieval cues

33
Q

Recall

A

A memory task in which individuals must retrieve previously learned information

34
Q

Recognition

A

A memory task in which individuals only have to identify (recognize) learned information

35
Q

Cue-dependent forgetting

A

Retrieval failure caused by a lack of effective retrieval cues

36
Q

Interference theory

A

Suggests we forget when other information gets in the way of what we are trying to remember vs. losing memories from storage

37
Q
A
38
Q

Decay theory

A

Suggests new learning involves the creation of a neurochemical “memory trace”, which will disintegrate over time

39
Q

Thinking

A

Manipulating and transforming information in memory, often to form concepts, reason, think critically, and solve problems

40
Q

Concepts

A

Categories used to group objects, events, and characteristics based on common properties

41
Q

Concept map

A

A visual representation of a concept’s connections and hierarchical organization

42
Q

Hypotheses

A

Specific assumptions and predictions that can be tested to determine their accuracy

43
Q

Prototype matching

A

Individuals decide whether an item is a member of a category by comparing it with the most typical item(s) of the category

44
Q

Inductive reasoning

A

Reasoning from the specific to the general

45
Q

Deductive reasoning

A

Reasoning form the general to the specific

46
Q

Analogy

A

A type of formal reasoning that involves four parts, with the relation between the last two parts being the same as the relation between the first two.

47
Q

Critical thinking

A

Thinking reflectively and productively, and evaluating the evidence

48
Q

Problem-solving

A

Finding an appropriate way to attain a goal

49
Q

Subgoalling

A

Setting intermediate goals that put students in a better position to reach the final goal or solution

50
Q

Algorithms

A

Strategies that guarantee a solution to a problem

51
Q

Heuristics

A

Strategies or guidelines that can suggest a solution to a problem but do not guarantee a solution

52
Q

Means-end analysis/difference reduction

A

A heuristic in which one identifies the goal (end) of a problem, assesses the current situation, and evaluates what needs to be done (means) to decrease the difference between the two conditions.

53
Q

Fixation

A

Using a prior strategy and failing to look at a problem from a fresh, new perspective

54
Q

Functional fixedness

A

A type of fixation in which an individual fails to solve a problem because she or he views the elements solely in terms of their usual functions

55
Q

Mental set

A

A type of fixation in which an individual tries to solve a problem in a particular way that has worked in the past

56
Q

Confirmation bias

A

The tendency to search for and use information that supports our ideas rather than refutes them

57
Q

Problem-based learning

A

Emphasis on solving authentic problems like those that occur in daily life

58
Q

Near transfer

A

Transfer that occurs when situations are very similar

59
Q

Far transfer

A

Transfer of learning to a situation that is very different from the one in which the initial learning took place

60
Q

Low-road transfer

A

Transfer that occurs when previous learning is transferred to another situation automatically and often unconsciously.

61
Q
A
62
Q

High-road transfer

A

Transfer that is conscious and effortful

63
Q

Metacognitive knowledge

A

Monitoring and reflecting on one’s current or recent thoughts

64
Q

Metacognitive activity

A

Consciously adapting and managing thinking strategies during problem solving and purposeful thinking

65
Q

Explicit strategy instruction

A

Requires that teachers model appropriate learning processes frequently

Educational Psychology (6 decks)

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